I would like to open up the discussion about the format of Learning to Learn for Stage 5. Obviously, L2L has developed into a most significant part of the curriculum for Stage 4. Its place in the Learning Agenda has been adjusted a number of times and currently it is being positively received by students and achieving significant outcomes.
I suppose there are two possibilities for Stage 5. Should L2L continue to be a stand alone lesson or should we develop the program so that it integrates into the normal timetabled lessons. I am sure there are arguments for both.

I wanted to open up discussions about our curriculum. I have had a number of discussions about CLEs and hours lately and wanted to get everyone’s thoughts before we launch into planning stage 5. My only proviso for people making comments is that they are in line with our 10 L & T principles.
I will open it up our discussion with a comment Steve R made to me over the weekend.

Neil
Thinking about the converstaion that was occurring yesterday about eight week CLEs. (correct me if I am wrong in calculations). Could we have 4 CLES running at once per week and over a eight week period would mean that we would have 1840 minutes per CLE rather than the 1700 minutes we have now. This would mean that we would have less CLEs but it could also be that we have too many CLEs at the moment. It may be a good time and question to ask LAs if they have concerns about the integrity of hours and the coverage of content for each KLA. I know that the upcoming SDD is already set but people could be feeling a little concerned about moving into the next set of CLEs and are the CLEs really working as well as we would like them to. Monday staff meetings do not provide enough time to sort through this type of stuff. A number of times we have said that we want to hold onto that passion and vision about integrated curriculum. I could be wrong but I feel that we may need to talk this through honestly as a staff.
The other option, which is another kettle of fish, is offering different CLEs over a period of time and students choose when they do the CLE. This idea was coined many years ago when I attended a think tank on the learning agenda. One model that was looked at was the “Unlimited School” in New Zealand. In saying this I also appreciate the much more flexible curriculum in New Zealand.
Steve

As the second Year Seven group through the school are completing their first CLE it is timely to reflect on how this CLE went. Staff who were here last year are invited to comment on their perceptions about how the students have adjusted to Year 7. (Last year this CLE was taught slightly differently) Staff who were on the CLE are invited to comment and make suggestions for others to comment on.